北京版六年级上册UNIT SEVEN WHAT ARE THE TWELVE ANIMALS -Lesson 24-教案、教学设计--(配套课件编号：31910).docx

1、六上六上 U7Lesson24 What are the twelve animals? 教学过程 教 学 阶 段 教师活动学生活动设置意图 时 间 安 排 复复 习习 1. Greeting. 2. What are they? (12 animals) 3. How often does each animal come The 12 animals Every 12 years 复习旧知， 激趣热身。 一、指导思想与理论依据一、指导思想与理论依据 英语学科核心素养中明确指出要培养学生“两能两品” ，同时英语课程标 准强调教师要通过创设接近实际生活的各种情境，采用循序渐进的语言实践活动 培

2、养学生用英语做事情的能力。并能根据实际教学目的和学生学习需求，对教材中 的部分内容和活动进行替换，也可根据需要添加活动步骤。这就要求在开展英语学 科实践活动课过程中，整合多学科知识以及生活常识，让学生更加充分的了解书本 之外的内容，进而学习中国传统文化。 二、教学背景分析二、教学背景分析 本课教学内容是北京版小学英语六年级上册，第 7 单元第 24 课。本单元的主要 话题是中国传统文化十二生肖。本课是该单元第 2 课，是新授课，学习的重点是进 一步掌握十二生肖的名称，它们的排序以及一个关于十二生肖的传说故事，要求学 生能够在理解的基础上，结合生活实际用英语做事情，比如通过谈论生肖知道谁的 年龄

3、稍大，谁的年龄稍小；通过谈论生肖，能够推断出家人、朋友的岁数，进而激 发学生对我们中华传统文化的热爱。 学生们在五年级时对中国传统文化也有所接触，对中国传统节日中秋节，重阳 节，春节内容有一定的了解。并且，学生在本册书 lesson23 中已经初步学习十二生 肖名称以及替换周期，并能用英文进行简单表达。本课与前一课课文内容紧密联系， 知识内容也与前一课紧密相关，所以在本课中，我将两课的知识内容分布在一张简 易板书中，让学生在复习、新授、巩固环节逐渐完成，从而将两课内容融合在一起， 同时我也做了第 25 课对于十二生肖优秀品质的内容渗透，帮助学生在头脑中形成本 话题的知识网。 三、教学目标三、教

4、学目标 1、理解故事； 2、能够针对生肖简单谈论相关内容； 3、能够针对十二生肖故事谈论自己喜爱的动物并创编故事。 四、教学重难点四、教学重难点 （一）教学重点：（一）教学重点： 1、能听懂、会说十二生肖名称； 2、能够根据老师的提问，在思考之后做出正确回答； 3、能够结合实际情况创编简短故事内容。 （二）教学难点：（二）教学难点： 1、在英语语境下初步理解十二生肖顺序以及在现实生活中的应用； 2学生能理解在理解传说故事的基础上表达自己的感受以及发表自己的个人态度。 导导 入入 around? 4. Talk about Yangyangs birth-year animal. 5. Talk

5、 about Ss birth-year animals. 6. List the order of the birth-year animals. (lead-in) 板书图片 7. What else do you want to know about the 12 animals? Tiger year Dog, rooster. raise the questions: such as the history of it or the original date. 引出话题：order of the birth-year animals 新新 授授 1. Who and where?

6、(PPT) 2. What are they talking about? 3. Sara is interested in the 12 animals too.shehas some questions aboutthem. Now watch and find what Saras questions are. 播放动画 4. Talk about the questions Sara raised. (听后说) What are they? 5. Listen again to check the answers. (播放动画) 6. Put the 2 questions onto

7、the board. 7. Read by yourselves and try to find out the answers. (PPT:text) (1) Who decided the order of it? (PPT-text, PPT- explain the person) (2) Which was 1stof the 12? 板 书。 Which was the last? To study the word with body language: cycle. 板书 用问题验证学生对本次的理解 （which starts the cycle? which ends the

8、 cycle?） T: yes, after 12 years, another cycle. 8. Read in details.(How to decide the order by Jade Emperor?)板 书 9. Find out another sentence to show how to decide the order by Jade Emperor. Yangyang and Sara. In a park or a forest. The 12 animals. 听后说 Readandunderlinethe answers with a pen. (1) The

9、 Jade Emperor. (read out sentence in the book) (point out the Jade Emperor) (2) The rat. The pig. Heldaswimmingraceto choose animals. Named a year after each of them. 介绍对话的场 景。 关注课文中的问 题 给出问题， 为接 下来的教学做 准备。 理解 cycle. 通过学生正确 回答来验证学 生理解情况。 10. in the story, how many animals are there in this race? (多项

10、选择) 11. Why? How do you know it? can you explain it? 12/13. Cosis faster than others. 操操 练练 与与 产产 出出 1. Listen and read. 2.Sum up. (3questions) 3. Work in groups with 1 or 2 or 3 questions. 4. Show time. 5. Watch a video and talk about it. (1) How many animals are there in this story? (2) Can all th

11、e animals swim? if not, please give some examples. (3) The rat cannot swim? Do you remember who is 1st? But how did the rat win the race? A. The cat and the rat stand on the back of the ox. (PPT) B. He put the cat into the river. C. The rat was the 1st. (PPT) (4) Do you remember which animal was the

12、 2nd? Who can say the 12 animals in order without lookingattheblackboard? (What are the 12 animals?) 6. How can we remember the order of the birth-year animals easily? (give you some tips, I can say 子鼠，丑牛) （PPT- 剪纸） 7. Its our traditional Chinese culture. It tells us to remember the order of birth-y

13、ear animals in order easily,right? Lets try again. 8. Which animal do you like in the video? Why? 9. New setting: a running race for the 12 animals. In your opinion, which was the 5.(4) try to copy the names in order. 8.Dragon. Cos he was raining for people although he was late./ ox. He was helpful

14、and strong ./ rat. 1stalthough he was so small. 通过十二生肖 故事进一步理 解中国传统文 化以及学生的 感受，不但有 facts 层面的学 习 , 还 有 学 生 feeling 层面以 及 creation 层 面的学习， 体现 英语核心素养 的培养。 体 现 学 生 的 feeling 层面学 习。 体现学生 creation 层面 的学习。 1st? which was the last? Why? (PPT: give a model to students) (1) Work in groups. (2) Show time. 10.

15、Who is younger, who is older? the dog or the rooster? Takeanexampleforthem, explain the age problem. 11. Ages for Linglings family. (real problem for the 12 animals) (1) Work in groups first. (2) Discuss in class. (3) Chinese Culture: a polite way to know others age by askingthatwhatisyour birth-yea

16、r animal? （爱国教育） 12. deal with the questions from students on the blackboard. The rooster is younger. The dog is older. 这是一个生活 实际问题， 同时 要想理解这个 问题需要学生 动脑思考， 体现 了学生的思维 含量。 中国传统文化 博大精深， 它值 得我们每个中 国人为止骄傲。 为下节课留下 题引 作作 业业 Homework: Search information for the date of the origin of the 12 animals 板书设计： Uni

17、t 7 Lesson 24 教学反思教学反思： 本次活动在教育学院林亚芳博士的组织下开展得非常成功， 同时我在备课， 改课， 上课，评课，反思的过程中，使我的英语教学能力得到了进一步提升，受益匪浅。本课我的 授课内容为六年级上册第七单元第 23，24，25 课的一个整合课程，从而形成了这么一节英 语学科实践活动课。 在课上我尽可能多的讲英语与我们的实际生活联系到一起， 注重学生用 英语做事情的思路，在这一过程中，学生们的活动是有效率的，学生们的提问和回答是经过 自己的头脑进行真思维之后形成的答案，在这一点上，我认为做得还是非常不错的。课后专 家的点评也让我看到了我的不足以及需要今后注意的地方， 相信有林博士为首的教育大咖的 指导，我们怀柔区第六小学的英语教学会更上一个新台阶，同时也希望下一次的授课。 Which animals was the 1stof the 12? 1. the time? 2. the history? named a year after each of them It was the rat. Who decided Order of the12 animals Jade Emperor How to decide ? held a swimming race to choose animals cycle